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Towards the Advancement of a Theoretical and Empirical Framework for Curriculum [microform] / P. J. Beatty
Bib ID 5306232
Format BookBook, MicroformMicroform, OnlineOnline
Author
Beatty, P. J
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1976 
21 p. 
Summary

The discovery of theory is a major task confronting educators and researchers in many disciplines. More specifically, Eisner (1971) contends that with the exception of four studies, no attempt to systematically study curriculum has been made. Further conceptualizations and empirical investigations in this area are needed. It's apparent that while some conceptual ideas advanced by Tyler, Goodlad and others are necessary, without further conceptualization and empirical tests the development of curriculum as an area of scholarly and artful practice is limited (Eisner, 1971). Thus, the purpose of this essay is to address (1) the theoretical framework and its implications for curriculum theory, (2) the empirical framework and its implications for curriculum theory, (3) the present status of curriculum theory in relation to these two frameworks, and (4) further theoretical and/or empirical investigations to advance curriculum theory. (Author)

Notes

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Concept Formation.  |  Conceptual Schemes.  |  Curriculum Development.  |  Curriculum Research.  |  Educational Theories.  |  Literature Reviews.
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mc 2253 ED126612 Main Reading Room - Newspapers and Family History
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Aboriginal, Torres Strait Islander and other First Nations people are advised that this catalogue contains names, recordings and images of deceased people and other content that may be culturally sensitive. Please also be aware that you may see certain words or descriptions in this catalogue which reflect the author’s attitude or that of the period in which the item was created and may now be considered offensive.